جستجوی مقالات مرتبط با کلیدواژه « writing task » در نشریات گروه « ادبیات و زبان ها »

The objectives of this study were (a) to examine the writing performance of L2 learners on the level-specific tasks based on Common European Framework of Reference (CEFR) and (b) to investigate whether there was any difference between the student's self-assessed level of writing and the writing level reported by the raters. This study was conducted with 138 Iranian students at BA and MA levels in Alborz Institute of Higher Education. The participant's majors were Teaching English as a Foreign Language (TEFL), English Literature, and Translation Studies. DIALANG writing self-assessment grid, CEFR writing self-assessment grid, and three writing tasks at B1, B2, and C1 levels were administered in this research. The results showed that (a) no one in the BA group was placed at the C1 level, and only 17.3% of MA students could reach this level; (b) students of both groups rated their writing ability higher on the CEFR grid, whereas they rated themselves lower on the DIALANG grid; and (c) the learner's self-assessment did not correspond closely with their performance on the writing tasks, and only one-third of them were accurate in assessing their writing ability.

This study aimed to investigate (a) EFL learner's beliefs about writing autonomy and their autonomous writing practices and (b) the contribution of writing autonomy to writing performance in terms of level specific tasks. The participants of this study were 138 Iranian students at BA and MA levels in Alborz Institute of Higher Education. Three writing tasks at B1, B2, and C1 levels as well as the adapted version of the autonomy questionnaire developed by Chan, Spratt, and Humphreys (2002) were administered in this research. The results showed that the majority of both BA and MA students were found to be at B1 level, and only 17.3% of MA students were placed at C1 level. In addition, both BA and MA students held themselves more responsible for 'Making sure they make progress during writing lessons'. Concerning writing abilities, BA students reported to be more capable of 'Choosing writing objectives in writing class', while MA students were more able to 'Identify their weaknesses in English writing' and to 'Decide how long to spend on each activity'. Considering writing activities, in both BA and MA student's responses, 'Listening and taking notes about what they have been taught', was the most frequent activity, whereas 'Writing an informal review for a website' and 'Writing a personal blog' were the least frequent activities. The results of ordinal regression analysis also revealed that only writing activities and group (BA and MA) were related to the rated performance.